CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT

Marine Biology Curriculum Guide

Pacing Guide Chapter 1: 1 Week Chapter 2: 1 Week Marine Biology is a full year course Chapter 3: 1 Week that meets on a rotating basis for Chapter 4: 2 Weeks three (3) 55-minute blocks and one Chapter 5: 2 Weeks (1) 40-minute block for every five (5) Chapter 6: 2 Weeks day cycle. Chapter 7: 8 Weeks Chapter 8: 3 Weeks

Chapter 9: 4 Weeks Chapter 10: 1 Week Chapter 11: 2 Weeks Chapter 12: 2 Weeks Chapter 13: 2 Weeks Chapter 14: 2 Weeks Chapter 15: 1 Week Chapter 16: 1 Week Chapter 17: 1 Week Chapter 18: 2 Weeks Chapter 19: 1 Week

Henry P. Becton Regional High School July 2018 Page 1 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Interdisciplinary Connections HSN.Q.A.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities HSA.SSE.A.1: Interpret expressions that represent a quantity in terms of its context HSA.CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS4-1 & 3, HS-ESS1-2)

21st Century Life and Careers: 9.2.12.C.1 Review career goals and determine steps necessary for attainment. 9.2.12.C.3 Identify transferable career skills and design alternate career plans.

Technology Standards 8.2.12.B.2 Evaluate ethical considerations regarding the sustainability of environmental resources that are used for the design, creation and maintenance of a chosen product. 8.2.12.B.4 Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or information age, and identify their impact and how they may have changed to meet human needs and wants. 8.2.12.B.5 Research the historical tensions between environmental and economic considerations as driven by human needs and wants in the development of a technological product, and present the competing viewpoints to peers for review. 8.2.12.C.4 Explain and identify interdependent systems and their functions.

NJSLS Career Ready Practices – CRP2. Apply appropriate academic and technical skills. These practices are demonstrated CRP4. Communicate clearly and effectively and with reason. throughout the curriculum CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance . CRP12. Work productively in teams while using cultural global competence.

Henry P. Becton Regional High School July 2018 Page 2 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Differentiation/Accommodations/Modifications

Gifted and Talented English Language Learners Students with Disabilities Students at Risk of School Failure

(content, process, product and learning Modifications for Classroom: (appropriate accommodations, Modifications for Classroom: environment) instructional , and/or modifications as determined by the IEP  Ask students to restate Extension Activities: Modifications for or 504 team) information, directions, and Homework/Assignments assignments.  Conduct research and provide Modifications for Classroom:  Repetition and practice. presentation of mathematical  Modified assignments.  Model skills / techniques to be topics.  Ask students to restate information, mastered.  Design surveys to generate and  Extended time for assignment directions, and assignments.  Extended time to complete class analyze data to be used in completion as needed.  Repetition and practice. work. discussion.  Model skills / techniques to be  Provide copy of class notes.  Use of higher level questioning  Use graphing calculator. mastered.  Preferential seating to be mutually techniques.  Extended time to complete class determined by the student and  Provide assessments at a higher  Highlight formulas. work. teacher. level of thinking.  Provide copy of class notes.  Students may request books  Preferential seating to be mutually online, on tape/CD, as available determined by the student and and appropriate. teacher.  Assign peer helper in the class  Students may request books online, setting. on tape/CD, as available and  Provide oral reminders and check appropriate. student work during independent  Assign peer helper in the class work time. setting.  Assist student with long and short  Provide regular parent / school term planning of assignments communication  Provide regular parent / school  Provide oral reminders and check communication. student work during independent  Assign peer helper in the class work time. setting.

Henry P. Becton Regional High School July 2018 Page 3 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

 Assist student with long and short  Provide oral reminders and check term planning of assignments student work during independent work time. Modifications for Homework  Assist student with long and short term planning of assignments  Extended time to complete assignments. Modifications for Homework  Student requires more complex assignments to be broken up and  Extended time to complete explained in smaller units, with assignments. work to be submitted in phases.  Student requires more complex  Provide the student with clearly assignments to be broken up and stated (written) expectations and explained in smaller units, with grading criteria for assignments. work to be submitted in phases.  Provide the student with clearly Modification for Assessments stated (written) expectations and grading criteria for assignments.  Extended time on classroom tests and quizzes. Modification for Assessments  Student may take / complete tests in an alternate setting as needed.  Extended time on classroom tests  Restate, reread, and clarify and quizzes. directions/questions.  Student may take / complete tests  Distribute study guide for in an alternate setting as needed. classroom tests.  Restate, reread, and clarify  Establish procedures for directions/questions. accommodations / modifications  Distribute study guide for for assessments. classroom tests.

Henry P. Becton Regional High School July 2018 Page 4 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Unit 1: Chapter 1 The Science of Marine Biology, Chapter 2 The Sea Floor, Chapter 3 Chemical & Physical Features of Seawater & the World Content: Principles of Marine Science Essential Questions: Why is it important to study marine biology? What are the parts of the sea floor? How and why is Earth constantly changing? How does the position of the Earth, Moon and Sun affect the tides? What is the importance of ? How are waves used to transfer energy? Standards: HS-ESS1-5, HS-ESS2-1, HS-ESS2-5, HS-PS4-1 Time Frame: 3 Weeks Materials: Text: Marine Biology 8th Edition, Peter Castro, Michael E. Huber; McGraw Hill 2010 Oceanography lab kit, coloring supplies Content: As a result of this learning segment, students will know… The History and Current State of Marine Biology The Scientific Method Continental Drift Continental Margins Unique Properties of Water Ocean Circulation Waves and Tides Student Learning Objective (SLO): As a result of this learning segment, students will be able to… Explain how scientist collect, analyze, and use data using the scientific method. Tides are a function of the Earth - Sun - Moon system. Surface Currents allow movement of nutrients and are driven by wind. The spin of the Earth and the Coriolis Effect determine the pattern in which surface currents flow. Density Currents allow for upwelling. -The ocean has ridges and subduction zones where the ocean floor grows and shrinks. Water behaves differently depending upon if it is hot or cold and fresh or salty. Engage: Anticipatory Set Watch video on Biggest Marine Census Complete. http://video.nationalgeographic.com/video/oceans-narrated-by-sylvia-earle/-patagonia?source=relatedvideo Watch video on Development of Ocean Waves (National Geographic Channel) http://channel.nationalgeographic.com/videos/development-of-ocean-waves/

Henry P. Becton Regional High School July 2018 Page 5 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Watch video on the Ocean Floor Revealed. https://www.youtube.com/watch?v=K8blL9Ki2mQ Seafloor Spreading Educational Children's Cartoon https://www.youtube.com/watch?v=oXYAdzmwQsc Exploration: Student Inquiry Oceanography Stations Lab Explanation: Concepts and Practices Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas): ESS1.C: The History of Planet Earth – Tectonic processes continually generate new ocean seafloor at ridges and destroy old seafloor at trenches. ESS2.B: Plate Tectonics and Large-Scale System Interactions – The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. ESS2.C: The Roles of Water in Earth’s Surface Processes - The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy; transmit sunlight; expand upon freezing; dissolve and transport materials; and lower the viscosities and melting points of rocks. PS4.A: Wave Properties - The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. Elaboration: Extension Activity Study Tide Charts and Predict the Moon Phases Oceanography DVD Watch video on Sea Floor Spreading with Bill Nye. https://www.youtube.com/watch?v=GyMLlLxbfa4 Watch video on Sea Floor Spreading. http://www.sciencechannel.com/tv-shows/greatest-discoveries/videos/100-greatest-discoveries-sea-floor-spreading/ Watch video of Ocean Floor via Sonar. https://www.youtube.com/watch?v=-fAAxEIFeLU Evaluation: Assessment (The above Essential Questions will be assessed with the following formative and summative measures:) CW: Ch 1 & 2 WS CW: Ch 3 WS CW: Oceanography DVD Lab: Oceanography Stations Lab Test: Ch 1, 2 & 3

Henry P. Becton Regional High School July 2018 Page 6 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Unit 2: Chapter 4 Fundamentals of Biology, Chapter 5 The Microbial World, Chapter 6 Multicellular Primary Producers: Seaweeds and Plants Content: The Organisms of the Sea Essential Questions: How can there be so many similarities among organisms yet so many different What mechanisms promote changes in organisms? plants, animals, and microorganisms? What evidence supports that life on Earth has changed? How do the structures of organisms enable life’s functions? What characteristics place an organism into specific phylogenies? How do organisms obtain and use energy they need to live and grow? Standards: HS-LS1-3, HS-LS1-4, HS-LS1-5, HS-LS1-6, HS-LS2-5, HS-LS3-1, HS-LS4-1, HS-LS4-4 Time Frame: 6 Weeks Materials: Text: Marine Biology 8th Edition, Peter Castro, Michael E. Huber; McGraw Hill 2010 Microscopes, slides, samples of marine organisms, coloring supplies, seaweed products Content: As a result of this learning segment, students will know… Building Blocks of Life Cells, Organelles, & Organization Challenges of Life in the Sea Reproductive Strategies Natural Selection & Classifying Living Things Viruses, Prokaryotes Unicellular Algae, Protozoans,Fungi Multicellular Algae: Seaweeds Flowering Plants Student Learning Objective (SLO): As a result of this learning segment, students will be able to… -Recall the biological process of photosynthesis and respiration and relate these processes to the organisms that live in the seas and oceans. -Identify important physical characteristics of a habit that improve an organism’s chance of survival. -Gain an understanding of how microscopic life forms are an important part of the . -List the characteristics of the protist kingdom. -List the characteristics of the plant kingdom. Engage: Anticipatory Set Watch evolution of video. https://www.youtube.com/watch?v=SAF5VjaYMdE Watch the video clip of “The ” movie trailer. Watch the importance of upwelling video. https://www.youtube.com/watch?v=Al8WrXkLuL4

Henry P. Becton Regional High School July 2018 Page 7 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Watch the video clip. http://pbskids.org/dragonflytv/show/kelpforest.html Exploration: Student Inquiry Classification of Marine Organisms Using Dichotomous Key Using a light microscope, observe and draw microscopic aquatic organisms. Research which is the basis of the movie. Using a light microscope, observe and draw seaweed species. Explanation: Concepts and Practices Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas): LS1.A: Structure and Function - Systems of specialized cells within organisms help them perform the essential functions of life, which involve chemical reactions that take place between different types of molecules, such as water, proteins, carbohydrates, lipids, and nucleic acids. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. LS1.B: Growth and Development of Organisms - As successive subdivisions of an embryo’s cells occur, programmed genetic instructions and small differences in their immediate environments activate or inactivate different genes, which cause the cells to develop differently—a process called differentiation. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. LS1.C: Organization for Matter and Energy Flow in Organisms - The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen; their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. LS4.C: Adaptation - Natural selection leads to adaptation—that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. Elaboration: Extension Activity Seaweed Products Lab Coloring Activities Videos Evaluation: Assessment (The above Essential Questions will be assessed with the following formative and summative measures:) LAB: Classification of Marine Organisms Using Dichotomous Key CW: Identify, Color and Label Dinoflagelettes CW: Watch and Discuss Movie on Bioluminescent Marine CW: Watch and Discuss Movie on Marine Protista LAB: Using a light microscope, observe and draw microscopic aquatic organisms LAB: Using a light microscope, observe and draw seaweed species LAB: Seaweed Products

Henry P. Becton Regional High School July 2018 Page 8 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Unit 3: Chapter 7 Marine Animals Without a Backbone Content: The Organisms of the Sea Essential Questions: What are the structures, functions and behaviors of a marine organism? How do the structures of organisms enable life’s functions? How do organisms obtain and use energy they need to live and grow? What evidence supports that life on Earth has changed? What is the responsibility of Humans for other life forms on Earth? What characteristics place an organism into specific phylogenies? How can there be so many similarities among organisms yet so many different plants, animals, and microorganisms? Standards: HS-LS1-2, HS-LS1-3, HS-LS2-4, HS-LS4-4, HS-LS4-5 Time Frame: 8 Weeks Materials: Text: Marine Biology 8th Edition, Peter Castro, Michael E. Huber; McGraw Hill 2010 Microscope, slides, specimens, dissection equipment, squid, blue crabs, diagrams to color, coloring supplies, computers, internet, Library resources, DVD player Content: As a result of this learning segment, students will know… Symmetry Sponges Cnidarians Comb Jellies Bilaterally Symmetrical Worms Mollusks Arthropods Echinoderms Student Learning Objective (SLO): As a result of this learning segment, students will be able to… -Distinguish between cell growth and development -Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. -Provide a scientific explanation for the history of life on Earth using scientific evidence such as fossil records. -Account for the evolution of a species by citing specific evidence of biological mechanisms. - Demonstrate an understanding of the most important morphological characters, ecological significance, and economic importance of the major groups of . -Compare and contrast between the major groups of marine invertebrates in terms of characters such as level of organization, body symmetry, type of body cavity, and presence or absence of segmentation.

Henry P. Becton Regional High School July 2018 Page 9 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Engage: Anticipatory Set Video clips of unusual marine invertebrate behaviors. (Portuguese man of war, turbellarians, sea cucumbers) https://www.youtube.com/watch?v=wn3xluIRh1Y http://video.nationalgeographic.com/video/why-ocean-matters (Look at related videos) Exploration: Student Inquiry Students are given examples of marine invertebrates and have to classify them based on physical traits Eyes of Marine Invertebrates http://ngm.nationalgeographic.com/2016/02/evolution-of-eyes-text Explanation: Concepts and Practices Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas): LS1.A: Structure and Function - Systems of specialized cells within organisms help them perform the essential functions of life, which involve chemical reactions that take place between different types of molecules, such as water, proteins, carbohydrates, lipids, and nucleic acids. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. LS1.B: Growth and Development of Organisms - As successive subdivisions of an embryo’s cells occur, programmed genetic instructions and small differences in their immediate environments activate or inactivate different genes, which cause the cells to develop differently—a process called differentiation. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. LS1.C: Organization for Matter and Energy Flow in Organisms - The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen; their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. LS4.C: Adaptation - Natural selection leads to adaptation—that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. Elaboration: Extension Activity Sponge Spicules Lab Flatworm Lab Shell Lab Squid Dissection Arthropod Lab Coloring Activities Phylum Videos Evaluation: Assessment (The above Essential Questions will be assessed with the following formative and summative measures:) CW: Draw, Label and Color Sponges Lab: Sponge Spicules Lab CW: Draw, Label and Color Jelly CW: Draw, Label and Color Marine Worms Henry P. Becton Regional High School July 2018 Page 10 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

CW: Draw, Label and Color Mollusks CW: Draw, Label and Color Crustaceans CW: Draw, Label and Color Echinoderms CW: View and Discuss: Video on Porifera View and Discuss: Video on Cnidarians View and Discuss: Video on Marine Worms Lab: Shell Lab View and Discuss: Video on Cephalopods View and Discuss: Video on Crash, Tail of Two Species (PBS) CW: Develop a Topic Review Chart on Invertebrate Marine Organisms Test: Sponges, Cnidarians, and Ctenophores Test: Marine Worms Lab: Dissection of a squid CW: Classification Poster Activity Test: Mollusks, Arthropods and Echinoderms

Henry P. Becton Regional High School July 2018 Page 11 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Unit 4: Chapter 8 Marine , Chapter 9 Marine , Birds, and Content: The Organisms of the Sea Essential Questions: What characteristics place an organism into specific phylogenies? How do the structures of organisms enable life’s functions? What evidence supports that life on Earth has changed? How do organisms obtain and use energy they need to live and grow? What mechanisms promote changes in organisms? How can there be so many similarities among organisms yet so many different What is the responsibility of humans for other life on Earth? plants, animals, and microorganisms? Standards: HS-LS1-2, HS-LS1-3, HS-LS2-4, HS-LS2-8, HS-LS4-4, HS-LS4-5 Time Frame: 7 Weeks Materials: Text: Marine Biology 8th Edition, Peter Castro, Michael E. Huber; McGraw Hill 2010 Diagrams to color, coloring supplies, computers, internet, library resources, DVD player Content: As a result of this learning segment, students will know… introduction Jawless fishes Cartilaginous Fishes Bony fishes Biology of Fishes Sea Turtles Sea Snakes Other Marine Reptiles Tubenoses Pelicans Gulls Shorebirds Seals, Sea Lions, and and , , and Porpoises Biology of Marine Mammals Student Learning Objective (SLO): As a result of this learning segment, students will be able to… -Identify the four basic characteristics of . -Describe the classification scheme of fishes. -Compare and contrast bony fish and cartilaginous fish Henry P. Becton Regional High School July 2018 Page 12 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

-Recognize the behavior patterns which are adaptations for survival. -Relate the body shape of a fish to its habitat. -Differentiate warning coloration, cryptic coloration, disruptive coloration and counter shading. -Identify major organs of the various systems of marine fish. -Represent marine fishes based upon distinguishing features including habits and environment. -Identify traits of each species of sea turtles. -Describe examples and the importance of . -Identify examples and traits of the four groups of marine mammals. Engage: Anticipatory Set Show students pictures of all different species of fish to show diversity. http://video.nationalgeographic.com/video/why-ocean-matters (Look at related videos) Watch Video on Types of Marine Organisms http://study.com/academy/lesson/types-of-marine-organisms.html Show video on Great White airborne. https://www.youtube.com/watch?v=XCWT-tBLnD8 Show video on invading the Florida everglades. (Nile Crocodiles Captured in Florida) https://www.youtube.com/watch?v=NZvUBUwEAqE Man-eating Nile crocs newest threat to Everglades https://www.youtube.com/watch?v=GcVSvZrN360 Show video on orca whales hunting in packs to drown a baby grey whale. https://www.youtube.com/watch?v=bCAW6HGeQIE Exploration: Student Inquiry Watch the below video for background information: https://www.youtube.com/watch?v=DzuSx4b2RAM Create a Fish Activity Rank shark species in order from most dangerous to least dangerous and defend their ranking to the class. Structure of beaks of shorebirds related to function. Students will time how long they can hold their breath and compare it to marine reptiles and marine mammals. All the data will be analyzed and graphed. Interview a Explanation: Concepts and Practices Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas): LS1.A: Structure and Function - Systems of specialized cells within organisms help them perform the essential functions of life, which involve chemical reactions that take place between different types of molecules, such as water, proteins, carbohydrates, lipids, and nucleic acids. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Henry P. Becton Regional High School July 2018 Page 13 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

LS1.B: Growth and Development of Organisms - As successive subdivisions of an embryo’s cells occur, programmed genetic instructions and small differences in their immediate environments activate or inactivate different genes, which cause the cells to develop differently—a process called differentiation. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. LS1.C: Organization for Matter and Energy Flow in Organisms - The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen; their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. LS4.C: Adaptation - Natural selection leads to adaptation—that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. LS2.D: Social Interactions and Group Behavior - Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Elaboration: Extension Activity Complete Shark Chart Classify Marine Turtles Turtle Poster Complete Marine Mammals Chart Coloring Activities Worksheets Videos Evaluation: Assessment (The above Essential Questions will be assessed with the following formative and summative measures:) CW: Draw, Label and Color a shark, a ray and a skate CW: Draw, Label and Color Bony fish Lab: Create A Fish Activity View and Discuss: Video on View and Discuss: Video on Bony Fish Test: Ch 8 Lab: Classify Marine Turtles Project: Marine Turtle Poster Test: Ch 9 CW: Interview Marine Vertebrate

Henry P. Becton Regional High School July 2018 Page 14 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Unit 5: Chapter 10 An Introduction to Marine Ecology, Chapter 11 Between the Tides, Chapter 12 : Where Rivers meet Seas Content: Structure and Function of Marine Ecosystems Essential Questions: How does energy flow in a marine environment? What adaptations exist in tidal organisms? What adaptations exist in estuarine organisms? How do organisms interact with the living and non-living environment to obtain matter and energy? Standards: HS-LS2-2, HS-LS2-4, HS-LS2-6, HS-LS2-7, HS-ESS2-5, HS-ESS2-7 Time Frame: 5 Weeks Materials: Text: Marine Biology 8th Edition, Peter Castro, Michael E. Huber; McGraw Hill 2010 Diagrams to color, coloring supplies, computers, internet, library resources, DVD player Content: As a result of this learning segment, students will know… The Organization of Communities The Flow of Energy and Materials Intertidal Communities Soft Bottom Intertidal Communities Origins & Types of Estuaries Physical Characteristics of Estuaries Estuaries as Ecosystems Human Impact on Estuaries The Meadowlands – Our Back Yard Student Learning Objective (SLO): As a result of this learning segment, students will be able to… -Organisms are dependent on other organisms and on their environment for survival. -Demonstrate an understanding of how species interact: the concepts of competition, competitive exclusion, predator-prey interactions, and symbiosis. -Demonstrate an understanding of the concepts of trophic levels and trophic pyramids as applied to the marine environment. -Explain the essential steps in the most important nutrient cycles (carbon, nitrogen, and phosphate) in the marine environment. -Demonstrate an understanding of how physical factors, primarily exposure to air and wave action, affect intertidal communities. -Explain the factors determining zonation in intertidal organisms. -Describe some of the typical organisms inhabiting the characteristic zones of rocky intertidal communities. -Demonstrate an understanding of the most important physical characteristics of estuaries. Engage: Anticipatory Set Marine Videos http://www.turtlediary.com/video/food-chain.html

Henry P. Becton Regional High School July 2018 Page 15 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Video on Intertidal Zone https://www.youtube.com/watch?v=ybPUcuVeMP0 https://www.youtube.com/watch?v=u64ppKBY3cM https://www.youtube.com/watch?v=DR1gP5S6Bsk Exploration: Student Inquiry Research Marine Food Webs http://www.ck12.org/earth-science/Marine-Food-Chains/lesson/Marine-Food-Chains-MS-ES/?referrer=featured_content Create a . Build a model to demonstrate how much energy is lost between trophic levels. Build the intertidal zone. https://www.youtube.com/watch?v=aV7gG1GrhAM Explanation: Concepts and Practices Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas): LS1.C: Organization for Matter and Energy Flow in Organisms - The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen; their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. LS2.B: Cycles of Matter and Energy Transfer in Ecosystems - Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web, and there is a limit to the number of organisms that an ecosystem can sustain. LS4.C: Adaptation - Natural selection leads to adaptation—that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. ESS2.C: The Roles of Water in Earth’s Surface Processes - The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy; transmit sunlight; expand upon freezing; dissolve and transport materials; and lower the viscosities and melting points of rocks. ESS2.E: The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it. Elaboration: Extension Activity Marine Food Web Worksheet Marine Food Web Videos http://www.turtlediary.com/video/food-chain.html http://nationalgeographic.org/media/marine-food-webs/ https://www.youtube.com/watch?v=fSx4GUPg8Nw https://www.youtube.com/watch?v=4HrIeZtIH6g Video on Intertidal Zone Henry P. Becton Regional High School July 2018 Page 16 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY https://www.youtube.com/watch?v=DR1gP5S6Bsk Beach Zonation Students will prepare a PowerPoint presentation on a specific ocean ecosystem to include the conditions of the ecosystem and the adaptations required to live there. Worksheets Videos Evaluation: Assessment (The above Essential Questions will be assessed with the following formative and summative measures:) Lab: Create a Marine Food Web CW: Ch 10 WS Test: Ch 10 CW: Ch 11 WS Test: Ch 11 CW: Ch 12 WS Test: Ch 12 CW: Student Powerpoint Presentations

Henry P. Becton Regional High School July 2018 Page 17 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Unit 6: Chapter 13 Life on the Continental Shelf, Chapter 14 Coral Reefs, Chapter 15 Life Near the Surface, Chapter 16 The Ocean Depths Content: Structure and Function of Marine Ecosystems Essential Questions: What adaptations exist in deep ocean organisms? What adaptations exist in continental shelf organisms? How does energy flow in a marine environment? What adaptations exist in organisms? How do organisms interact with the living and non-living environment to obtain What adaptations exist in surface organisms? matter and energy? Standards: HS-LS2-2, HS-LS2-4, HS-LS2-6, HS-LS2-7, HS-ESS2-5, HS-ESS2-7 Time Frame: 6 Weeks Materials: Text: Marine Biology 8th Edition, Peter Castro, Michael E. Huber; McGraw Hill 2010 Diagrams to color, coloring supplies, computers, internet, library resources, DVD player Content: As a result of this learning segment, students will know… Physical Characteristics of the Subtidal Environment Continental Shelf Bottom Communities The Organisms that Build Reefs Kinds of Coral Reefs The Ecology of Coral Reefs The Organisms of the Epipelagic Living in the Epipelagic Epipelagic Food Webs The Twilight World The World of Perpetual Darkness The Deep Ocean Floor Hot Springs, Cold Seeps, & Dead Bodies Student Learning Objective (SLO): As a result of this learning segment, students will be able to… -Demonstrate an understanding of the most important physical characteristics influencing subtidal communities. -Describe the most important types of organisms found in unvegetated subtidal communities. -Explain the most important aspects (taxonomic position, morphology, nutrition, reproduction) of reef-building corals. -Explain the most important physical factors influencing the development, growth, and geographical distribution of coral reefs, including reef corals and other reef builders. -Demonstrate an understanding of the most important adaptations of epipelagic organisms and summarize examples of these adaptations. -Describe the most important groups of organisms that comprise the and . -Demonstrate an understanding of the most important physical characteristics influencing communities of the ocean depths. -Explain the most outstanding biological adaptations of mesopelagic animals, particularly feeding, vertical migrations, and coloration.

Henry P. Becton Regional High School July 2018 Page 18 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Engage: Anticipatory Set Watch the opening scene of “Finding Nemo” showing the coral reef. Watch video about Living on the Ocean Floor. - https://www.youtube.com/watch?v=x2X6H1llkb0 Watch video on Rare life on the sea floor- The Abyss- BBC Wildlife - https://www.youtube.com/watch?v=utELpCi7ywI Exploration: Student Inquiry Simulate the life of an organism living in each of the specific ocean zones. Explanation: Concepts and Practices Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas): LS1.B: Growth and Development of Organisms - As successive subdivisions of an embryo’s cells occur, programmed genetic instructions and small differences in their immediate environments activate or inactivate different genes, which cause the cells to develop differently—a process called differentiation. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. LS1.C: Organization for Matter and Energy Flow in Organisms - The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen; their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. LS4.C: Adaptation - Natural selection leads to adaptation—that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. ESS2.C: The Roles of Water in Earth’s Surface Processes - The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy; transmit sunlight; expand upon freezing; dissolve and transport materials; and lower the viscosities and melting points of rocks. ESS2.E: The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it. Elaboration: Extension Activity Students will prepare a PowerPoint presentation on a specific ocean ecosystem to include the conditions of the ecosystem and the adaptations required to live there. Worksheets Videos Evaluation: Assessment (The above Essential Questions will be assessed with CW: Ch 15 WS the following formative and summative measures:) Test: Ch 15 CW: Create a children's book using organisms from the coral reefs. CW: Ch 16 WS CW: Ch 13 WS Test: Ch 16 Test: Ch 13 CW: Student PowerPoint Presentations CW: Ch 14 WS Test: Ch 14

Henry P. Becton Regional High School July 2018 Page 19 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Unit 7: Chapter 17 Resources from the Sea, Chapter 18 The Impact of Humans on the Marine Environment, Chapter 19 The Oceans & Human Affairs Content: Humans and the Sea Essential Questions: What is the history of the ocean in human life? What resources are provided by the ocean? How does biodiversity affect humans? What is humans’ impact on the marine environment? How do Earth’s surface processes and human activities affect each other? How can humans reduce their impact on the marine environment? Standards: HS-LS2-7, HS-LS4-5, HS-LS4-6, HS-ESS2-2, HS-ESS2-7, HS-ESS3-5, HS-ESS3-4, HS-ESS3-6 Time Frame: 4 Weeks Materials: Text: Marine Biology 8th Edition, Peter Castro, Michael E. Huber; McGraw Hill 2010 Diagrams to color, coloring supplies, computers, internet, library resources, DVD player Content: As a result of this learning segment, students will know… The Living Resources of the Sea Non-Living Resources from the Sea Floor Non-Living Resources from Seawater Modification & Destruction of Habitats Pollution Conserving & Enhancing the Environment Oceans as Barriers & Avenues Threatened & Oceans & Cultures Oceans & Recreation Prospects for the Future Student Learning Objective (SLO): As a result of this learning segment, students will be able to… -Identify the major fishing areas and fishing nations of the world. -Demonstrate an understanding of the concepts of nonrenewable resources, maximum sustainable yield, and overfishing. -List some of the most important non-living resources that we obtain from the ocean floor and from seawater. -Explain types, sources, and effects of marine pollutants including sewage, oil, toxic chemicals, solid waste, and thermal effluents. -Explain ways to reverse the degradation of the marine environment by conservation efforts, coastal management, the restoration of habitats, and the building of artificial reefs. -Identify threatened and endangered species because of drift nets, shark fishing, and shell collecting. -Demonstrate an understanding of how the oceans have influenced culture through history. -List some examples of maritime cultures at the present. Engage: Anticipatory Set

Henry P. Becton Regional High School July 2018 Page 20 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Watch video on Why the Oceans Matter? http://video.nationalgeographic.com/video/why-ocean-matters Watch video on plastic pollution in the oceans. https://www.youtube.com/watch?v=1qT-rOXB6NI Exploration: Student Inquiry https://www.youtube.com/watch?v=6Vwhjz74aa8 Go to the below website to research. http://www.pbs.org/wnet/need-to-know/environment/an-ocean-of-plastic/2686/ How can we solve the plastic problem in the oceans? Choose one specific solution/law and research the steps to get it passed through legislation in our area. Explanation: Concepts and Practices Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas): ESS2.E: The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it. ESS3.C: Human Impacts on Earth Systems – The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Scientists and engineers can make major contributions—for example, by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. When the source of an environmental problem is understood and international agreement can be reached, human activities can be regulated to mitigate global impacts (e.g., acid rain and the ozone hole near Antarctica). ESS3.D: Global Climate Change - Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities, as well as to changes in human activities. Thus science and engineering will be essential both to understanding the possible impacts of global climate change and to informing decisions about how to slow its rate and consequences—for humanity as well as for the rest of the planet. LS2.C: Ecosystem Dynamics, Functioning, and Resilience - Anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. LS4.D: Biodiversity and Humans - Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. These problems have the potential to cause a major wave of biological —as many species or populations of a given species, unable to survive in changed environments, die out—and the effects may be harmful to humans and other living things. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. Elaboration: Extension Activity Watch Discoveries of New Drugs from the Sea https://www.youtube.com/watch?v=2GOxv8c6ouI Ocean Trash Can Lab Chemicals Moving up the (Biomagnification) Henry P. Becton Regional High School July 2018 Page 21 of 22

CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT SCIENCE DEPARTMENT MARINE BIOLOGY

Worksheets Videos https://vimeo.com/113359330 https://www.youtube.com/watch?v=gsXiEy2kbGM Project: Research and then present the role of a key marine biologist throughout history. Develop the framework to simulate an interview with leading questions to elicit information from the scientist. Evaluation: Assessment (The above Essential Questions will be assessed with the following formative and summative measures:) CW: Ch 17 WS Test: Ch 17 CW: Ch 18 WS Test: Ch 18 CW: Ch 19 WS Test: Ch 19 Lab: Ocean Trash Can Project: Research and then present the role of a Marine Biologist. Develop the framework to simulate an interview with a famous scientist. Use leading questions to elicit information from the scientist.

Henry P. Becton Regional High School July 2018 Page 22 of 22